■137 





I 



1 



SCHOOL DOCUMENT NO. 6-1916 

BOSTON PUBLIC SCHOOLS 

PENMANSHIP 

DETERMINING THE ACHIEVEMENT OF ELEMENTARY 
SCHOOL GRADUATES IN HANDWRITING 



Bulletin No. IX. of the Department of 
Educational Investigation and Measurement 





BOSTON 

printing department 
I 9 I 6 



In School Committee, Boston, February 7, 1916. 

Ordered, That five thousand (5,000) copies of a 
bulletin relative to a study of the quality of penman- 
ship, to be prepared by the Department of Educational 
Investigation and Measurement, be printed as a school 
document. 

Attest : 

Thornton D. Apollonio, 

Secretary. 



0. of D- 



C INTEODUCTION. 



It is probable that there are more differences of 
opinion among teachers concerning the teaching of 
penmanship in the elementary schools and the quality 
of the results than there are concerning any other sub- 
ject in the course of study. In view of this and as a 
means of contributing to the improvement of results in 
handwriting, the department has considered it desirable 
to find out, in a systematic way, the character of the 
present achievement of elementary school graduates in 
penmanship ; this was the purpose of the study reported 
in this bulletin. The department believes that one of 
the best methods of securing improved results is by 
bringing to the attention of teachers an analysis of the 
merits and defects of the present handwriting of children. 

In consultation with the late Assistant Superin- 
tendent White, who had charge of penmanship, plans for 
this study were made. On his advice and that of Miss 
Ellen S. Bloomfield the following committee was selected 
to assist the department: 

HoNORA T. O'DowD, Master's Assistant, Hancock Dis- 
trict, Chairman. 

Thomas J. Baery, Submaster, Thomas N. Hart Dis- 
trict. 

Matilda F. Bibbey, Assistant, Hancock District. 

Emma J. Irving, First Assistant in Charge, Emerson 
District. 

Edward J. Muldoon, Submaster, Francis Parkman 
District. 

Edgar L. Raub, Submaster, John A. Andrew. District. 

In its work the committee has profited by the counsel 
of Miss Bloomfield, and also of Assistant Superin- 
tendent A. L. Rafter, who now has charge of penman- 
ship in the public schools. 



4 SCHOOL DOCUMENT NO. 6. 

This committee was appointed March 24, 1915, and 
in the course of its work has held eight meetings. Sev- 
eral of these meetings were wholly devoted to the irk- 
some task of rating and classifying papers, and defining 
their merits and defects. Whatever value this report 
has is due largely to the work of this committee of 
enthusiastic, capable and effective teachers of penman- 
ship. 

This bulletin is divided into three rather distinct 
parts: Part I. is a description of the organization of this 
study and of the methods of carrying it on, prepared by 
Mr. Ballon; Part II. consists of a critical analysis of 
the merits and defects of the handwriting studied, 
written by Miss O'Dowd, chairman of the committee, 
assisted by the committee and particularly by Mr. 
Raub, who prepared Tables 7, 8, 9 and 10; and Part 
III. is a statement of the present status of penmanship 
in the city from the administrative point of view, pre- 
pared by Assistant Superintendent Rafter. 

Frank W. Ballou, 

Director. 



RESULTS OF STUDY IN PENMANSHIP. 



DETERMINING THE ACHIEVEMENT OF 

ELEMENTARY SCHOOL GRADUATES 

IN HANDWRITING. 



The material constituting this bulletin has been 
organized under the following heads: 

Part I. — The organization and methods of the study. 

Part II. — A critical analysis of the merits and defects 
of the handwriting studied. 

Part III. — The administrative status of penmanship 
in the city. 



PART I.— THE ORGANIZATION AND METHODS 
OF THE STUDY. 



Sources of Handwriting Papers. 

On November 23, 1914, a test in accurate copying was 
given to 4,494 pupils in the first-year classes of fourteen 
of the fifteen high schools in Boston. In the test noth- 
ing was said to the pupils about theh' penmanship; 
hence, they did not know that the quality of their hand- 
writing was to be considered. The handwriting, there- 
fore, may be thought of as typical of that which will 
characterize the handwriting of these young people during 
their high school course and, to some extent at least, 
similar to that which they may be expected to write 
during life. 

Although the test from which these specimens were 
secured was given to first-year high school pupils, their 
penmanship ability is the product of the instruction and 
training given them in the elementary schools and in this 
study has been considered as such. 

Method of Rating the Specimens. 
Obviously, not all of the 4,494 papers written by 
pupils in the accurate copying test could be conveniently 



6 SCHOOL DOCUMENT NO. 6. 

rated by a small committee. Consequently, from the 
total number six hundred papers were selected at random. 
The papers from each high school had already been 
arranged in alphabetical order according to the names 
of the pupils, and the bundles from each school were 
arranged in like order. Approximately every eighth 
paper was taken from the bundles until the desired six 
hundred papers had been secured. The papers were then 
numbered from 1 to 600, inclusive, and throughout the 
study each paper was known by the number which it 
bore. 

For the purpose of rating the quality of the hand- 
writing the committee was divided into two subcom- 
mittees of three members each. The first three hundred 
papers were turned over to one subcommittee and the 
second three hundred papers to the other. Each one of 
the three members of the subcommittee rated inde- 
pendently each one of the three hundred papers, on a 
scale of 10-30-50-70-90 per cent, using the Ayres' 
scale for adult handwriting.* The even tens on the 
Ayres' scale were disregarded. Any paper which could 
not be rated as good as specimen No. 30 in the Ayres' 
scale was rated 10. While some papers were rated 10, 
there was no paper rated 10 by two of the three members 
of either committee. 

After each member of each subcommittee had inde- 
pendently rated each one of the three hundred papers, 
the whole committee met the director of the department 
in conference. Each member submitted his or her 
written report and the results were tabulated. The 
numbers of the specimens were arranged in ascending 
order, beginning with specimen No. 1. Opposite the 
number of each specimen were placed the preliminary 
ratings of each of the three members of the committee. 
Each specimen was finally given that rating which at 
least two of the three members agreed it should have. 
Where no two members agreed on a rating the paper was 

* Ayres. A Scale for Measuring the Quality of Handwriting of Adults. Russell Sage 
Foundation. 



RESULTS OF STUDY IN PENMANSHIP. 



given the middle rating. For example: If a specimen 
had been given preliminary ratings of 30-50-70, that 
specimen was given a final rating of 50 per cent. 

Comparison of Ratings of Committee Members. 
The tabulation showed some interesting variations in 
judgment of committee members concerning the quality 
of individual papers. Of the first three hundred papers 
no two members of the committee agreed on the rating of 
ninety papers, and in the second three hundred papers no 
two of the members of the other committee agreed on 
the rating of twenty-four papers. In the rating of the 
first three hundred papers there was entire agreement 
among the three members of the committee in thirty- 
one cases, and on the second three hundred papers there 
was entire agreement among the three members of the 
committee in seventy-six cases. That there was less 
agreement among the three members of the committee 
who rated the first three hundred papers is due to the fact 
that one member of the committee rated all the papers 
relatively lower than the other tw^o members, giving very 
few specimens a rating of 90 per cent, and rating ten 
papers as low as 10 per cent. 

As has already been pointed out, each specimen was 
rated independently by three different examiners (com- 
mittee members). The following table shows the pro- 
portion of each group of one hundred specimens given 
the different ratings by each examiner. 

TABLE 1. 
Ratings of the First Three Hundred Specimens. 

Nos. 1 to 100. 





Scale of Rating. 
















■ 90%. 


70%. 


50%. 


30%. 


10%. 


A 


20 


48 


30 


2 





B 


11 


41 


35 


13 





C 


4 


17 


39 


30 


10 



8 



SCHOOL DOCUMENT NO. 6. 

Nos. 101 to 200. 



Examinee. 


Scale op Rating. 


90%. 


70%. 


50%. 


30%. 


10%. 


A 


40 

14 

5 


48 
29 
20 


12 

43 

38 



14 
24 





B 

C 



13 



Nos. 201 to 300. 



A ;... 


22 


52 


24 


2 





B 


15 


37 


34 


14 





C 


9 


28 


30 


25 


8 



The above table is to be interpreted in the following 
manner: In rating the specimens numbered from 1 to 100, 
examiner A rated 20 of them 90 per cent, 48 of them 70 
per cent, 30 of them 50 per cent, 2 of them 30 per cent 
and none of them 10 per cent. The number of speci- 
mens given each rating by examiners B and C is indi- 
cated in the same manner. 

The specimens were rated by each examiner in groups 
of 100. The tabulation is presented above in that 
form, because it makes possible the comparison of 
the judgments of examiners rating the same specimens. 
To illustrate: Among the first 100 papers, examiner 
A found 20 specimens of handwriting considered to 
be of the quality represented by 90 per cent, while 
examiner C found only 4 specimens which could be 
thus classified. On the other hand, examiner C rated 
10 specimens 10 per cent, while neither of the other two 
examiners found any papers to be rated as low as this. 
Further, examiner A found only two specimens among 
the first 100 which could be rated as low as 30 per 
cent; whereas examiner C found nearly one third of 
the hundred papers which were considered to be of 



RESULTS OF STUDY IN PENMANSHIP. 



9 



the value indicated by 30 per cent in the Ayres' scale. 
The remaining portions of Table 1 are to be interpreted 
in the same manner. What has been pointed out as 
characteristic of the variations in judgment of examiners 
A, B and C in rating the quality of the first 100 speci- 
mens is characteristic also of their judgment on the 
other 200 specimens. 

TABLE 2. 
Ratings of the Second Three Hundred Specimens. 

Nos. 301 to 400. 



Examiner. 


Scale of Rating. 


90%. 


70%. 


50%. 


30%. 


10%. 


D 


6 
1 

27 


32 
53 
59 


51 
39 
11 


11 

7 
tl 





E 





F 






Nos. 401 to 500. 



D 


10 
3 
3 


38 
23 

48 


49 
63 
36 


3 
11 
13 





E 

F 











Nos. 501 to 600. 



D 


9 
2 


32 
34 


47 
41 


12 

*22 





E 





F 


4 


55 


27 


tl2 






* 1 omitted. 



\ 2 omitted. 



The above table shows, in similar manner, how the 
second 300 specimens were rated by examiners D, E 
and F. The most marked contrast is shown in the 
case of specimens numbered 301-400. While examiner 
E found only 1 specimen which could be rated 90 per 
cent, examiner F found 27 such specimens. This table 



10 



SCHOOL DOCUMENT NO. 6. 



shows that examiners D, E and F varied less in judg- 
ment concerning the quahty of the handwriting of 
specimens 301-600 than did examiners A, B and C in 
rating the quality of the first 300 specimens. It is to be 
noted that examiners D, E and F did not find any 
papers which they rated lower than 30 per cent. 

In order to show how consistent, or inconsistent, in 
judgment each examiner was in rating the three groups 
of papers which he or she rated, the following tables have 
been prepared. 

TABLE 3. 

Consistency of the Judgment of Each Examiner Rating Specimens 
Numbered 1-300. 

Examiner A. 





Scale of Rating. 




90%. 


70%. 


50%. 


30%. 


10%. 


Nos. 1 to 100 


20 
40 
22 


48 
48 
52 


30 
12 
24 


2 


2 





Nos. 101 to 200 





Nos. 201 to 300 









Totals 


82 


148 


66 


4 









Per cent of all 


27% 


50% 


22% 


1% 


0% 



Examiner B. 



Specimens. 


Scale of Rating. 


90%. 


70%. 


50%. 


30%. 


10%. 


Nos. 1 to 100 


11 
14 
15 


41 
29 
37 


35 
43 
34 


13 
14 
14 





Nos. 101 to 200 





Nos. 201 to 300 









Totals 


40 


107 


112 


41 









Per cent of all 


13% 


36% 


37% 


14% 


0% 



RESULTS OF STUDY IN PENMANSHIP. 
Examiner C. 



11 





Scale of Rating. 


Specimens. 


90%. 


70%. 


50%. 


30%. 


10%. 


Nos. 1 to 100 


4 
5 
9 


17 
20 

28 


39 

38 
30 


30 
24 
25 


10 


Nos. 101 to 200 


13 


Nos. 201 to 300 


8 






Totals 


18 


65 


107 


79 


31 






Per cent of all 


6% 


22% 


36% 


26% 


10% 



Table 3 shows that examiner A gave a rating of 90 per 
cent to 20 of the first hundred papers, to 40 of the second 
hundred papers, and to 22 of the third hundred. The 
same examiner gave 70 per cent to approximately the 
same number of papers in each hundred. Examiner 
A found only two papers among the first hundred to 
be rated as low as 30 per cent, none among the second 
hundred, and two among the third hundred. Assuming 
that the papers in each hundred were of the same 
quality, this table shows that examiner A rated the 
second hundred relatively higher than the first or third 
hundred. 

Table 3 shows that examiner B gave no papers a 
rating of 10, and was very consistent in the number of 
papers given 30 per cent or 90 per cent. Examiner B, 
however, found a larger proportion of the second hundred 
papers to be given 50 per cent than of the other two 
groups, the reverse of what examiner A found. 

Examiner C rated relatively fewer papers 90 per cent 
and more papers 10 per cent or 30 per cent than did 
either of the other two examiners. 

At the foot of each table is given the total number of 
papers and the per cent of all papers given each rating. 
This per cent brings out the fact that examiner A rated 
all the papers relatively higher than either examiner 



12 



SCHOOL DOCUMENT NO. 6. 



B or C, and that examiner C rated all the papers rela- 
tively lower than either of the other two examiners. 

In view of the wide variations in judgment usually 
found in such work this table shows that, on the whole, 
the examiners were fairly consistent in their judgment 
of the quality of handwriting. 



TABLE 4. 

Consistency of the Judgment of Each Examiner Rating Specimens 
Numbered 301-600. 

Examiner D. 



Specimens. 



Scale of Rating. 



90%. 



70%. 



50%. 



30%. 



10%. 



Nos. 301 to 400 .. . 
Nos. 401 to500... 
Nos. 501 to 600 .. . 

Totals 

Per cent of all 



6 

10 

9 



32 

38 
32 



51 
49 
47 



11 

3 

12 



25 



102 



147 



26 



8% 



34% 



49% 



9% 



0% 



Examiner E. 





Scale op Rating. 


Specimens. 


90%. 


70%. 


50%. 30%. 


10%. 


Nos. 301 to 400 


1 
3 
2 


53 
23 
34 


39 
63 
41 


7 
11 

*22 





Nos. 401 to 500 





Nos. 501 to 600 









Totals 


6 


110 


143 


40 





Per cent of all 


2% 


37% 


48% 


13% 


0% 



* One omitted. 



RESrLTS OF STUDY IN PENMANSHIP. 
Examiner F. 



13 



Specimens. 


Scale of Rating. 


90%. 


70%. 


50%. 


30%. 


10%. 


Nos. 301 to 400 


27 
3 
4 


59 

48 
55 


11 

36 
27 


*1 

13 
*12 





Nos. 401 to 500 





Nos. 501 to 600 









Totals 


34 


162 


74 


26 





Per cent of all 


12% 


54% 


25% 


y /o 


0% 



* Two omitted 

The above table shows the same facts for examiners 
D, E and F that table 3 showed for examiners A, B and 
C. It is to be noted that no examiner rated papers as 
low as 10 per cent. Examiners D, E and F show less 
variation in judgment than examiners A, B and C, 
largely because of the lower ratings of examiner C. It 
should be pointed out, however, that the distribution 
of ratings of examiner C much more nearly approximates 
to the theoretical normal distribution than that of any 
other examiner. 

TABLE 5. 
Summary Table Showing the Proportion of Papers Rated by Each 
Examiner Which Were Given the Ratings Indicated. 





Scale of Rating. 


Examiner. 


90%. 


70%. 


50%. 


30%. 


10%. 


A 

B 

C 

D 


27% 

13% 

6% 

8% 

2% 

12% 


50% 
36% 
22% 
34% 
37% 
54% 


2% 
37% 
36% 
49% 

48% 
25% 


1% 

14% 
26% 

8% 
13% 

9% 


0% 

0% 

10% 

0% 


E 

F 


0% 
0% 







14 



SCHOOL DOCUMENT NO. 6. 



This table is made up of data already appearing in 
Tables 3 and 4, and is introduced merely to afford those 
interested an opportunity to make a direct comparison 
of the proportion of papers given each rating by the 
several examiners. The table shows that examiner 
A rated 27 per cent of the first three hundred specimens 
90 per cent, examiner B 13 per cent of the same papers 
90 per cent, examiner C only 6 per cent of the same 
papers 90 per cent, and so on. 

Selection of Typical Specimens or Samples. 
On the basis of the preliminary ratings of examiners, 
the quality of handwriting of each specimen was given 
a final rating or evaluation, according to the consensus 
of the judgments of the examiners. From the final 
ratings of the specimens the following distribution 
resulted : 

TABLE 6. 
Final Rating of Six Hundred Specimens. 





Scale of Rating. 




90%. 


70%. 


50%. 


30%. 


10%. 


Number of papers 

Per cent of all 


51 

8.5% 


240 
40.0% 


253 

42.2% 


56 

9.3% 



0% 





The above table shows that of the six hundred papers 
51, or 8.5 per cent, were rated 90 per cent, 240, or 40 per 
cent, were rated 70 per cent, 253, or 42.2 per cent, were 
rated 50 per cent, and 56, or 9.3 per cent, were rated 30 
per cent. After each paper had been thus finally evalu- 
ated, and in order to illustrate the character of the hand- 
writing which the committee considered typical of the 
various grades in the scale, it then became necessary to 
select some specimens from each of these four groups of 
papers which should be typical of the group. This was 
done in much the same manner as the specimens were 
originally rated. For example: Each member took the 



RESULTS OF STUDY IN PENMANSHIP. 15 

51 specimens rated 90 per cent and selected therefrom 
several specimens which, in his or her judgment, most 
nearly typified the quality of handwriting of all the 
papers of that group. Each group of papers was handled 
in the same manner, after which each committee 
member submitted a memorandum indicating his or her 
selection of the typical papers from each group. Such 
papers were then reviewed in a general committee 
conference and agreement reached concerning those 
samples which best typified the group from which they 
were taken. Two papers were finally selected from each 
group, except the 30 per cent group, from which three 
papers were selected. These three papers w^ere selected 
not because that group was proportionately larger than 
the others, but in order to illustrate three quite distinct 
kinds of poor handwriting to be found in that group. 

The Specimens or Samples Selected. 

The following pages contain facsimile reproductions of 
the specimens of handwriting which the committee 
selected as typical of the four groups of papers rated 90, 
70, 50, and 30 per cent, respectively. At the head of 
each page is indicated the rating of the paper and also 
the proportion of the six hundred papers which were 
given this rating. 

At the head of each specimen is given the original 
number of the specimen. These specimens form the 
basis of Miss O'Dowd's discussion of the quality of the 
handwriting which they typify. In Miss O'Dowd's 
report these specimens are referred to by the number. 



16 



SCHOOL DOCUMENT NO. 6. 



SAMPLE OF HANDWRITING RATED 90 PER CENT. 
8.5 Per Cent of the 600 Specimens Given This Rating. 

Original Specimen No. 47. 



-^^^<^-^c<.^^^ZeIi' 




C^ 



-^C^^ ^:2^^^^?^-t^ 




c:^^ 



\>/ -5^C^.^--i^y-22^^ dy^-C^.,^ <^^y^ 



RESULTS OF STUDY IN PENMANSHIP. 



17 



SAMPLE OF HANDWRITING RATED 90 PER CENT. 
8.5 Per Cent of the 600 Specimens Given This Rating. 



Original Specimen No. 105. 



ay 












^-z--^^ 







'— r^^V^ 



18 



SCHOOL DOCUMENT NO. 6. 



SAMPLE OF HANDWRITING RATED 70 PER CENT. 
40 Per Cent of the 600 Specimens Given This Rating. 

Original Specimen No. 254. 




& 



6 



yui^.^^^cZi^-^^oc^^'-'^^ 




a^ 



<L,yL-i-ciJLj5_My 







yd yiA-e^ 






..x^^ 



cxJtyy-n^^ ^f-^y^"^ jJ{j^yCAr^ 



RESULTS OF STUDY IN PENMANSHIP. 



19 



SAMPLE OF HANDWRITING RATED 70 PER CENT. 
40 Per Cent of the 600 Specimens Given This Rating. 

Original Specimen No. 589. 



tPL^ 




/t-^-^^uyf^.^c^:^ st^^Co^ ^^"-^^ 




^^/^j(jL> <?^--5^--^ &--ty^ ^^1^ 



<:^^^ 



20 



SCHOOL DOCUMENT NO. 6. 



SAMPLE OF HANDWRITING RATED 50 PER CENT. 
42.2 Per Cent of the 600 Specimens Given This Rating. 

Original Specimen No. 16. 



^^/ 



,,2-^KU j:::?^-^'z^U^ _--<^^^5y'^ 



^^ ^"^^^^^^t^--:^^^ 



.'■"t^'X 



^e^ 








^^y^ .^f!^?^^*^ ^=^;?''^^^ 




^t^^^^^^ ■"■^^z-c^.^ ^ -c 



c^ -^-^^^ 



RESULTS OF STUDY IN PENMANSHIP. 



21 



SAMPLE OF HANDWRITING RATED 50 PER CENT. 
42.2 Per Cent of the 600 Specimens Given This Rating. 

Original Specimen No. 55. 



^=^-2^ ^^-^ii^-<s-< 



--■z?ti 
















22 SCHOOL DOCUMENT NO. 6. 

SAMPLE OF HANDWRITING RATED 30 PER CENT. 
9.3 Per Cent of the 600 Specimens Given This Rating. 

Original Specimen No. 50. 





RESULTS OF STUDY IN PENMANSHIP. 23 

SAMPLE OF HANDWRITING RATED 30 PER CENT. 
9.3 Per Cent of the 600 Specimens Given This Rating. 

Original Specimen No. 371. 
( C 






c 









24 SCHOOL DOCUMENT NO. 6. 

SAMPLE OF HANDWRITING RATED 30 PER CENT. 
9.3 Per Cent of the 600 Specimens Given This Rating. 

Original Specimen No. 520. 

Our ^ ^^^y^ (^AThyiA^c^ JJZ^^ ^ 



RESULTS OF STUDY IN PENMANSHIP. 25 



PART II.— A CRITICAL ANALYSIS OF THE 

MERITS AND DEFECTS OF THE 

HANDWRITING STUDIED. 



Legibility is the first and most necessary requisite of 
penmanship, therefore the committee first proceeded to 
judge the papers frorn that standpoint. Each of the six 
hundred papers was examined and passed on by three 
persons, and the papers were finally grouped according 
to these judgments into 90 per cent, 70 per cent, 50 per 
cent and 30 per cent papers. There were no papers 
below 30 per cent. 

Each group was again examined by every member of 
the committee to select types representative of each 
group. By the process of elimination, the number in 
each group was reduced to eight or ten. This small 
group was then subjected to a thorough and careful 
study, and what was considered the characteristic type 
of each group is presented elsewhere in this bulletin, and 
will form the basis of our analysis. 

It must be remembered that these papers were judged 
from the standpoint of legibility. The committee could 
not form any judgment of speed, or of position of pupils 
while writing. A system of penmanship has been com- 
pulsory in the Boston public schools for some years, and 
as the writers of these papers were elementary school 
graduates, naturally these papers may be considered 
the product of that system. 

The qualities emphasized in the study of these papers 
were : 

1. Uniformity, as applied to form, size, spacing and 
slant. 

2. Character of the lines. 

3. Character of the letter forms. 

While uniformity of form, size, spacing and slant is 
of high importance, nevertheless it is not the most 
important element of good writing. Some of these 



26 SCHOOL DOCUMENT NO. 6. 

papers are, for instance, uniformly bad. However, there 
can be no good writing without uniformity in the above 
respects. The foundation of good writing must be con- 
formity to some established system in form, size, spacing 
and slant, and to these must be added regularity in their 
use. The best of the specimens studied are good because 
they conform to recognized standards of form; the poorest 
ones are poor, first, because they follow no recognized 
standards, and second, because they lack uniformity. 

Unifoemity of Form. 

Uniformity of form and good form characterize to a 
large degree the 90 per cent papers, the deviation from 
such being relatively slight. Some letters, however, are 
carelessly made. In No. 47 * the s in the word Queen's, 
the r in lines 9 and 10, and the T in the last line are 
not well made. In No. 105 the s throughout the paper 
is poorly made, also the letters h and t. Generally 
speaking, however, the form is round, open and legible, 
showing easy, free movement. 

In the 70 per cent papers we find slightly less uni- 
formity of form. These papers show good movement, 
but carelessness in forming both capitals and small 
letters. In No. 254 capitals T in line 4, W in line 6, and 
Q in line 14 are poorly made; the small s throughout 
the paper, the p in lines 9 and 11, the h wherever it 
occurs, the final w in line 14, are examples of careless 
habits in letter forming. In No. 589 careless habits are 
shown most frequently again in the letter s throughout 
the paper, the letter / in lines 6, 13 and 16, the varied 
a in lines 2, 3, 4, 5, 7 and 8, the r throughout the paper, 
and the h in the last line. 

The 50 per cent papers present in themselves a uni- 
formity of form, but in a less degree than the types 
previously noticed. The letter forms are poor. In No. 
16 notice capitals I, T, W, 0; the/ in lines 2, 5 and 14: 
the final e in lines 3, 7, 8, 9 and 10; the I in lines 4 and 
14; the d in lines 7 and 10; and the n in lines 13 and 

* The numbers throughout this discussion refer to the original number of the handwrit- 
ing specimens found in pages 16 to 24 of this bulletin. 



RESULTS OF STUDY IN PENMANSHIP. 



27 



15. In No. 55 the capital 7, the r in lines 3, 4 and 6, 
the h in lines 8, 9 and 10, the t in lines 5, 7, 11 and 14, 
and the s in lines 4 and 8 are poorly made. 

Lack of uniformity characterizes the 30 per cent 
papers; in fact, a great variety of very poor form is 
found in both capitals and small letters. In No. 50 
notice specially the poor loop letters y, g, /, and the 
d's like d. In No. 371 the t's, the final letters of words, 
the peculiar capital Q in Queen, should be pointed out. 
In No. 520 the variety of formation is found in every 
line. These papers show no acquaintance with proper 
letter forms, and there is absolutely no indignation of 
proper training in penmanship. They can be read, and 
that is about all that can be said for them. 

The following table presents some statistical infor- 
mation on the uniformity of letters in the various 
specimens under consideration. 

TABLE 7. 
Uniformity of Form. 



B. 



C. 



D. 



E. 



Letters. 



Rating of 

Specimen. 



Original 
Number of 
Specimen. 



Total 
Num- 
ber. 



Variations 

from Usual 

Form. 



Per Cent 

of 
Variations. 



Letters Most 

Frequently 

Made Wrong. 



90 per cent . . 
90 per cent . . 
70 per cent . . 
70 per cent . . 
50 per cent . . 
50 per cent . . 
30 per cent. . 
30 per cent . . 
30 per cent . . 



47 

105 

254 

589 

16 

55 

50 

371 

520 



199 
199 
222 
192 
253 
218 
295 
306 
280 



9 
10 
15 
17 
25 
22 




5 

5 

7 

9 

10 

10 

20 

to 

25 



s r t 

n s t h 

s h t o 

a e s t o h 

e n s t 

r s u t h 



Note 1. — There is so much variation in the 30 per cent papers that a 
standard form could not be found by which to compare the character of 
form throughout the specimens. 

* Approximately. 



28 SCHOOL DOCUMENT NO. 6. 

Table 7 is to be interpreted in the following manner: 
The specimen bearing the original No, 47 has in it a 
total of 199 letters. Only 9 of these letters vary mate- 
rially from the approved forms. The 5 per cent of 
variation is computed from the figures in columns C 
and D. In column F are indicated the letters most 
frequently made incorrectly. The other data in Table 7 
are to be interpreted in the same manner. 

The letter forms in each paper were compared with a 
standard form found within that paper. This accounts 
for the fact that the per cent of variation indicated in 
the table is not larger than it is. The standard of 
criticism to which the papers have been subjected has 
not been especially exacting. The per cent of variation 
at best is only an approximation. 

The above table shows that the increase of variations 
from the approved letter forms is in inverse relation to 
the rating of the specimens. The better papers naturally 
show little variation from the standard form; whereas 
the 30 per cent papers show such a lack of form as to 
make it impossible to do more than indicate an approxi- 
mate variation. 

Uniformity of Size. 

In the 90 per cent papers the small letters are larger 
than the approved forms, but not too large for com- 
mon use, and the uniformity of size is noticeably good. 
Slight variation from this uniformity may be seen in a 
few letters in No. 47, such as the r in line 3, and the 
ie in the word soldier, which are smaller, and the x 
in line 3, which is larger than the approved forms. In 
No. 105 the uniformity of size is nearly as good. 

In the 70 per cent papers somewhat less uniformity 
of size is found. In No. 254, the word dismissal, line 
6, and the word has in line 13 are examples of lack 
of proper size. In No. 589 less uniformity is shown 
than in No. 254; e. g., the letters an in the word lieuten- 
ant are smaller than the remaining letters of the word; 
the letters in the word from in line 5, happens in line 8, 
servant in line 14, are smaller, and the letters in the 
words story and insult are larger than the approved size. 



RESULTS OF STUDY IN PENMANSHIP. 



29 



The 50 per cent papers show a considerable degree of 
uniformity of size, though somewhat less than the pre- 
vious group. In No. 16 the word story, line 1, presents a 
uniformity of size, the word dismissal, line 4, a uniformity 
of another size, and the word redoubtable a variety of sizes. 
In No. 55 there is a gradation of size from large to small 
in words lieutenant, line 2, and Neither, line 11. 

In the 30 per cent papers the form is so poor and 
varied that it is hard to find much uniformity of size, 
although it is much more evident in No. 371 than in 
Nos. 50 or 520. In No. 50 the word alone, line 15, is 
perhaps as good an illustration as can be found in the 
entire paper. In No. 371 we find considerable uni- 
formity of size throughout the paper; notice specially 
lines 4 and 9. Throughout the specimen there is a 
general tendency on the part of the writer to change 
from larger letters at the beginning to smaller letters 
at the end of the word. In No. 520 the word Queen^s 
is a good example of uniform size; almost every other 
word exemplified lack of uniformity. 

TABLE 8. 
Uniformity of Size. 



A. 


B. 


C. 


D. 


E. 


F. 


G. 




Original 
Number of 
Specimen. 


Lettees. 


Per Cent 
of Varia- 
tions. 


Line 


Rating of 
Specimen. 


Total 
Niimber. 


Smaller 

Than 

Standard. 


Larger 

Than 

Standard. 


Taken as 
Standard 
of Size. 


90 per cent. . . 
90 per cent. . . 
70 per cent. . . 
70 per cent. . . 
50 per cent. . . 
50 per cent. . . 
30 per cent . . . 
30 per cent . . . 
30 per cent. . . 


47 

105 

254 

589 

16 

55 

50 

371 

520 


199 
199 
222 
192 
253 
218 
295 
306 
280 


14 

16 
12 

27 
38 
37 
52 
33 
28 


3 
13 
14 
15 
6 
5 
14 
12 
49 


9 
15 
12 
22 
17 
19 
22 
15 
27 


Line 6 
Line 1 
Line 3 
Line 2 
Line 3 
Line 4 
Line 13 
Line 3 
Line 2 



30 SCHOOL DOCUMENT NO. 6. 

The data in Table 8 are to be interpreted as follows: 
The paper bearing the original No. 47 and rated 90 per 
cent contains 199 letters. Fourteen of these letters are 
considered smaller than the standard, and three of them 
larger. The 9 per cent of variation indicated in column 
F is the result of a computation based on the figures in 
columns C, D and E. 

The standard by which the letters in specimen No. 47 
were judged is line 6. The method of procedure was to 
select a line that could be called standard in size for that 
particular specimen and to compare the other letters in 
the specimen with it. It will be seen, therefore, that the 
variations are really variations within each specimen 
under consideration, and not variations from an ideal 
standard or variations from the approved letter forms. 

While the increase in variation in size of letters from 
the best to the poorest specimens is noticeable, it is 
not large. A closer analysis would undoubtedly increase 
this difference, and would probably result in differen- 
tiating the types more sharply. However, closer analysis 
would probably not change the order of excellence in the 
specimens. 

Uniformity in Spacing. 

The 90 per cent papers are examples of good spacing 
between words, between sentences and between the 
parts of letters. No. 47 is uniform throughout with an 
occasional spreading (see ut in lieutenant, line 2), and a 
slight crowding as in ser in the word servant, line 14. 
In No. 105 the word Queen's is an example of too great 
spacing between n and s. 

In the 70 per cent papers is found irregularity in 
spacing; the length of the connective between letters is 
too long in some places and too short in others. For too 
long connective, see cannot, line 8, in No. 254, and send, 
line 7, and pride, line 13, in No. 589. In No. 254 there 
are too short connectives between m and s in the word 
himself in line 10; and also in No. 589 between d and ?" in 
dismissal, line 5. The spacing between words is quite 
uniform in No. 254, but slightly more varied in No. 589. 



RESULTS OF STUDY IN PENMANSHIP. 



31 



In the 50 per cent papers the spacing between words 
and sentences is regular. In No. 16 the spacing between 
letters is uneven, as, for example, your, line 1, and 
Ortheris, line 7 ; but the spacing between parts of letters 
is good, except the letter h throughout. In No. 55 the 
spacing between letters is irregular; for example, see 
words redoubtable and apologize. 

In the 30 per cent papers is found no established habit 
of spacing, hence there is little uniformity between 
letters or between words. There is too much crowding 
of letters and words; and spacing between parts of 
letters is varied and irregular. Some attention is given 
to spacing between sentences in No. 371, which is good; 
but in No. 520 it is too great and is irregular. 



TABLE 9. 
Uniformity of Spacing, Showing the Number of Letters in a Line. 



Rating of 


Original 
Number of 
Specimen. 














Number 


OF Line. 












Specimen. 


1. 


2. 


3. 


4. 


5. 


6. 


7. 


8. 


9. 


10. 


11.': 


12. 


13. 


14. 


15. 


16. 


90 per cent . . . 


47 


10 


13 


13 


14 


13 


13 


11 


11 


14 


11 


13 


14 


13 


13 


11 


11 


90 per cent . . . 


105 


13 


13 


13 


15 


9 


14 


12 


13 


16 


14 


14 


14 


10 


12 


8 


11 


70 per cent. . . 


254 


11 


12 


15 


17 


15 


16 


15 


12 


14 


15 


14 


15 


14 


13 


13 


14 


70 per cent. . . 


589 


11 


14 


17 


11 


13 


12 


10 


10 


13 


13 


12 


12 


10 


12 


11 


11 


50 per cent . . . 


16 


16 


16 


18 


16 


16 


15 


19 


16 


15 


15 


15 


15 


16 


15 


17 


13 


50 per cent. . . 


55 


12 


13 


13 


14 


14 


13 


12 


14 


15 


14 


15 


14 


13 


13 


13 


16 


30 per cent . . . 


50 


20 


23 


21 


20 


22 


22 


20 


17 


18 


16 


19 


17 


18 


15 


16 


17 


30 per cent. . . 


371 


14 


24 


22 


16 


18 


21 


19 


21 


16 


17 


22 


17 


22 


19 


20 


20 


30 per cent . . . 


520 


19 


23 


18 


20 


14 


19 


15 


17 


18 


14 


17 


18 


18 


19 


14 


19 



Table 9 was prepared to show the degree of uniformity 
in letter spacing. The table shows that in specimen 
No. 47 there are 10 letters in the first line, 13 letters in 
the second line, 13 letters in the third line, 14 letters in 
the fourth line, and so on. 



32 SCHOOL DOCUMENT NO. 6. 

A glance at the number of letters in each line will 
show, in a general way, the degree of variation in spacing. 
For example : The spacing is fairly uniform in specimen 
No. 47, ranging as it does from 10 to 14 letters per line, 
with 13 letters as the most common number found in 
each line. Contrast with that the variation found in 
specimen No. 371, where the range in number of letters 
per line is from 14 to 24, with little uniformity in number 
of letters per line. Graphs drawn to compare the spacing 
of the eight papers (omitting paper No. 50) show that 
specimens No. 47, 105 and 55 may be called regular 
in their spacing; that specimens No. 254, 589 and 16 
are irregular in their spacing; and that specimens No. 
371 and 520 are particularly irregular. There is a marked 
contrast between the 90 per cent papers and the 30 per 
cent papers. However, although specimen No. 55 is 
a 50 per cent paper, it is one of the three papers showing 
the most regularity of spacing. No. 50 cannot be 
grouped with the other specimens because the lines are 
incomplete. 

Uniformity of Slant. 

Because of the variations in length of arms, and other 
physical conditions, different pupils may develop indi- 
vidual slants of letters in writing; therefore, the angle 
of slant may vary from 25 degrees to 35 degrees and yet 
be satisfactory. The uniformity depends largely on the 
correct position of the writer. 

The 90 per cent papers show fairly even and desirable 
slant. 

In the 70 per cent papers there is some irregularity. 
In No. 254 there is a great deal of uniformity, yet in 
words too, line 13, and Jionor, line 14, the writing is 
almost vertical. In No. 589 see p and I in the word 
apologize, line 10, and word pride, line 13, for varied slant. 

The 50 per cent papers present a contrast in slant. 
No. 16 shows a great deal of uniformity though inclined 
to be excessive; some variations occur, viz., final I in 
word dismissal, line 4, also the word invites, line 15. 



RESULTS OF STUDY IN PENMANSHIP. 



No. 55 is more irregular in slant than No. 16; there is a 
variety of slant in the words private and soldier, line 
4, in the word redoubtable, line 9, and the word Queen, 
line 14. 

In No. 371 of the 30 per cent papers there is great 
uniformity of slant throughout, an occasional letter like 
z, line 6, being pulled very much to the left. In No. 50 
the slant is irregular, rather more inclined to vertical. 
In No. 520 there is considerable uniformity, but some 
irregularity; see happens, line 6, how, line 11, and cannot, 
line 5. 

TABLE 10. 
Uniformity of Slant. 



A. 


B. 


C. 


D. 


E. 


F. 


Rating of Specimen. 


Original 
Number of 
Specimen. 


Total 
Letters. 


Incorrectly 
Slanted. 


Per Cent 

of 
Variations. 


Standard 
Slant of 
Paper. 


90 per cent 


47 

105 

254 

589 

16 

55 

*50 

371 

t520 


199 
199 
222 
192 
253 
218 
295 
306 
280 


10 
4 
33 
36 
46 
71 
90 
9 
62 


5 
2 
15 
19 
18 
32 
31 
3 
22 


30° 


90 per cent 


25° 


70 per cent 

70 per cent 

50 per cent 


20° 
25° 
40° 


50 per cent 

30 per cent 

30 per cent 


32° 
15° 
35° 


30 per cent 


25° 



* Occasionally " backhand." 



t Occasionally vertical. 



Table 10 is to be interpreted as follows : Specimen No. 
47 has a total of 199 letters with 10 of them showing 
incorrect slant. This represents a variation of 5 per 
cent. As in preceding tables, the standard for each 
specimen is found within the specimen itself. The 
standard slant of letter in specimen No. 47 is 30 degrees, 
and the per cent of variation is based on the number of 



34 SCHOOL DOCUMENT NO. 6. 

letters that deviate to an appreciable degree from this 
standard. The data on the other specimens are to be 
interpreted in the same manner. 

It is to be noted that as one advances from the better 
to the poorer papers there is an increase of variation. 
However, paper No. 371, which is a 30 per cent paper, 
is an exception to this general statement. This paper 
shows only a few letters that deviate from the standard 
of 35 degrees represented in this specimen. Inasmuch 
as uniformity of slant is one of the most important 
elements of legibility, the facts in this table are of 
particular importance. 

Character of Lines. 

In the 90 per cent papers the lines in No. 47 show a light, 
firm stroke and are smooth and even. In No. 105 they 
are slightly heavier, but even and firm. 

In No. 254 of the 70 per cent papers, line 7 shows a 
light, even stroke, but the other lines are uneven and 
irregular. No. 589 shows fairly even lines. 

Of the 50 per cent papers, in No. 16 is found a good, 
light stroke with smooth, even lines throughout. In 
No. 55 is found some degree of irregularity; even lines 
in most places, and uneven strokes in other places. 
See word redoubtable, line 9. 

In the 30 per cent papers, the lines in No. 50 show a 
lack of firmness and a degree of uncertainty throughout 
the paper. It can scarcely be called tremulous, yet it 
borders upon it. 

No. 371 shows a firmer stroke inclined to heaviness on 
the downstroke. There are many uneven lines, as line 
4 with light strokes, and line 8 with heavy strokes, and 
the word happens with both light and heavy strokes. 

In No. 520 the heavy, uneven lines predominate and 
show clearly finger movement. 

Character of Letter Forms. 
The 90 per cent papers are of the approved type. The 
letters are well constructed; the distinction between 



RESULTS OF STUDY IN PENMANSHIP. 35 

turns and angles is clear; initial, connective and final 
strokes are well made; and the proportions of letters 
are well kept. 

Though the 70 per cent papers are also of the approved 
type, yet both capitals and small letters are poorly con- 
structed, e. g., in No. 254, see capitals 7, hne 2; T, hne 
5, and W, hne 7; in No. 589, see capitals T, hne 4; W, 
line 6, and 0, line 8. For poorly constructed small 
letters in No. 254, see letter c, hne 7; letter p, line 9, and 
the letter h throughout the paper; in No. 589, see letter 
/, line 6; letter a, line 8; letter w, hne 16. The con- 
nective stroke is sometimes too long, as in word cannot, 
line 8, in No. 254. Proportions are also varied. 

The 50 per cent papers show also the approved type, 
but poor construction of letters throughout. The letters 
are uneven in size and the proportions are poor. The 
connectives are uneven in length; see the word appar- 
ently, line 16, in No. 47. The final strokes are poor, or 
missing; see the final e all through both papers. 

The 30 per cent papers were a study in themselves, 
and in them are found every variety of original form and 
poor construction. They show no acquaintance with 
approved forms except perhaps the capital in No. 371. 

In No. 50 not one letter is correctly formed; height 
and width are not regarded; no attention is paid to 
slant ; T and Y are very peculiar ; also left-handed lower 
loop in /; and d is like cJ. Initial and final strokes are 
omitted in many letters. 

In No. 371 the type is somewhat toward the approved 
form, but the construction is poor. This paper offends 
against letter forms more than against the other points. 
The capital I resembles d because initial and final 
strokes are made in reverse order; the d, in lines 3, 9 and 
15, is not closed; the p, lines 5, 6 and 15, is not looped 
below the line; poor loops or no loops are found in the 
/; X is peculiar in line 2; a is sometimes made like o, as 
in words dismal, line 3, and can, line 6; peculiar con- 
struction of the letter v is found in the word servant, line 
8, and w in the word two, line 13; introductory oval is 



36 SCHOOL DOCUMENT NO. 6. 

wrong in capitals T and W; and the capital Q has the 
printed form in line 8. The initial and final strokes are 
omitted, and the letters are crowded, and the propor- 
tions are poor. 

No. 520 is not illegible, but shows no attentive study 
of approved forms of capitals or small letters; e. g., 
notice capitals I, B, T, 0; the left curve in lower loop 
of the /, lines 2 and 4 ; the a opened at top in word has, 
line 9, or made like o in words cannot, line 5, appare 
(ntly), line 12; m and n are angular at the top; the 
long crossing in letter t; the peculiar formation of letter 
p, lines 6 and 8. Throughout this paper the initial 
strokes are omitted; the connectives are better, but 
often lawless; there is no distinction between turns and 
angles; the heights of the letters are variable and the 
width irregular; the downstrokes are shaded; the letters 
are crowded and sometimes are not written down 
to the line. Spacing and proportion are entirely 
ignored. 

The 90 per cent types of these papers show what can 
be accomplished by steady, systematic training. The 30 
per cent papers, the other extreme, show the result of 
the absence of such training. 



RESULTS OF STUDY IN PENMANSHIP. 37 



PART III.— THE ADMINISTRATIVE STATUS 
OF PENMANSHIP IN THE CITY. 



Everything seems to strengthen the hope that the 
penmanship of the pupils in the Boston schools will soon 
attain the position that reason and experience would 
establish as desirable and necessary. Penmanship in 
the schools has always been fair, rising at times in some 
schools to excellent, but before the general introduction 
of the muscular movement it was comparatively slow, 
uneven and unacceptable as a business handwriting. 
When a few years ago the School Committee adopted 
the present system as the only method to be taught 
throughout the city, a correct educational principle 
was established which is daily demonstrating the wisdom 
of the action of the committee. 

From many so-called systems, from extreme individu- 
ality, from independent, unauthorized methods, there 
has issued a single, well formulated, reasonable system, 
the result of experience and of social and business 
demands. 

The sine qua non in successful teaching assumes 
adequate knowledge of the subject to be taught, and a 
complete preparation for her work on the part of the 
teacher. Prior to the authorization of the present 
system, teachers in general were not properly fitted to 
teach penmanship. A few individuals in every school, 
and in rare instances the teachers of an entire school, 
were skillful in teaching penmanship, but the subject 
was as a whole poorly taught. 

The essential feature of the present system is the 
recognition of the familiar observation that the source 
must be the highest point in a stream. Teachers must 
be much better penmen than their pupils if satisfactory 
results are to be expected. To those who have inspected 



38 SCHOOL DOCUMENT NO. 6. 

the writing of the teachers of Boston during the past 
decade, the improvement noticeable during the last 
five years has been gratifying in the extreme. 

Slovenly, uneven blackboard work of variable size 
and slant is disappearing and is now, indeed, happily 
rare. Thousands of papers in promotional examinations 
from half the teachers of the city display speed, freedom 
of movement, uniformity of slant, correct formation and 
easy legibility. 

The task imposed on the grade teachers by the 
adoption of muscular movement writing was not light 
nor of easy acquisition. Lifelong habits often had to be 
broken and a complete change made in the style, 
character and appearance of an individual's handwriting. 
Finger movement gave way to the arm movement, 
backward slant and vertical were converted into the 
forward slant. No single comparable requirement had 
ever before been asked from Boston teachers and that 
1,979 teachers out of a total of 2,054 have been certifi- 
cated to teach the authorized system may be considered 
a praiseworthy achievement. 

This fact alone guarantees the future status of pen- 
manship in the Boston schools. In addition to the 
preparation which the teachers in permanent service 
have made, the future teachers just graduated from the 
Normal School have this year set a record; every mem- 
ber of the class of 1916 of the three-year course holds a 
certificate in penmanship and several of the college 
graduates, students of the one-year course, have qualified. 

The year just closed has marked a distinct advance 
in the penmanship of the pupils; many fine writers 
have been graduated and there is promise of even better 
work next year. The foundation has been well laid for 
a more finished product. 

The most gratifying features of the year's work have 
been the enthusiasm, the skillful supervision and the 
cooperation of teachers and the determined, sustained 
work of the pupils, all resulting in a ''Boston movement" 



RESULTS OF STUDY IN PENMANSHIP. 39 

in penmanship. The material incentives to good work 
that have been held out to the pupils for some time have 
been changed. In order that the incentives, too, might 
represent visibly the ''Boston movement," a "Boston 
button," especially designed, showing the seal of the city, 
is now presented to all pupils who have had 25 practice 
drills accepted. Likewise a special ''Boston pin," dis- 
playing in colors the seal of the city, is given to pupils 
having 100 drills accepted. The crown of the movement 
is a penmanship certificate, a well executed lithograph 
containing also the city seal. This certificate is awarded 
to pupils who have had accepted 172 drills. A written 
page demonstrating the pupil's real power and finish 
must accompany the 172 accepted drills before a certifi- 
cate of penmanship is awarded; in other words, the 
supreme test is ability to write rather than to perform 
drills. 

Whenever material incentives for proficiency^ in any 
subject are given as awards, there exists always the fear 
that pupils will work rather for the rewards than for 
improved results. There are evidences that our pupils 
are not entirely free from this criticism, but whatever 
the motive be, increased progress is clearly the result of 
the year's work. 

Until more objective standards in penmanship are 
produced, judgments as to the value of specific speci- 
mens will vary widely, each judge reflecting in his esti- 
mate his own subjective standard. In the hope of a 
greater uniformity of standards among the teachers of a 
district and ultimately among the districts themselves, 
a district director of penmanship has been appointed 
in each district who has, under his principal, complete 
supervision over the subject in his entire district. He 
accepts or rejects the drills from the individual pupils, 
thus establishing a standard and unifying the district 
judgment thereon; he arranges for the transportation of 
drill papers; for the distribution and record of buttons, 
pins and certificates; he also represents his district in 



40 SCHOOL DOCUMENT NO. 6. 

penmanship conferences. Subject to the approval of his 
principal, he arranges meetings at which Mr. Nolan or 
Miss Bloomfield gives typical lessons and demonstrations. 

With 97 per cent of the grade teachers certified as 
qualified to teach penmanship in the district, directors 
unifying and improving the quality of the products 
throughout the districts, with enthusiasm on the part 
of both teachers and pupils in the work, with a prompt 
and regular service for the transportation of drills, with 
this responsive organization perfecting itself month by 
month, penmanship has come into its own and has 
re-established itself in the minds of the pupils as one 
of the three R's worth while. 

An exhibition of penmanship early in the next school 
year has been arranged at which it is hoped that a 
comparison, side by side, of the best work done by ele- 
mentary pupils in 1910 and by those of 1916 will appear 
to the advantage of the latter. Specimens of writing 
done in September and repeated in June from every 
grade room above the third will reveal not alone the 
best writing of the several rooms, but also the greatest 
improvement within the year. 

From a study of the number of Boston certificates, 
pins and buttons issued during the current year, the 
question may well be asked whether or not an undue 
amount of time has been devoted to the subject of pen- 
manship. It can be stated with certainty that only 
the allotted time has been taken from the school periods, 
but so enthusiastic have the teachers and pupils been 
that, without doubt, much time has been employed on 
penmanship before, between and after the regular ses- 
sions. Nothing but the finest teaching and supervision 
on the part of teachers and an unusual response from 
the pupils could result in the remarkable number of 
awards made during the past year ending June 30. 
There have been awarded 2,759 Boston certificates, 
8,407 pins and 21,642 buttons. 

The above results are encouraging both in themselves 
and by comparison with similar results obtained since 



RESULTS OF STUDY IN PENMANSHIP. 41 

the introduction of the present muscular movement 
system. During the entire seven years immediately 
preceding the current year, the total number of pins 
earned throughout the city was 1,546, and 4,825 certifi- 
cates were issued. An increasingly large percentage of 
pupils are habitually using muscular movement in all 
their written work. The inculcation of this habit has 
been a very slow process, but the time spent on move- 
ment has paid. When grade teachers once learned that 
form in the early grades is second in importance to 
movement the core of the system was reached. The 
one perfectly obvious obstacle to better general penman- 
ship is too great insistence on the part of many teachers 
to spend an undue amount of time on drills rather than 
on a more immediate adaptation of drills to writing. 
Most teachers have learned that when a pupil can make 
fairly well, not perfectly, the simplest exercise in the 
method book he is readj^ to write the muscular move- 
ment, and when he can make fairly well a straight line 
exercise or a good direct oval he is ready to write words 
instead of practising straight lines or ovals. It is 
a dissipation of time to insist on making ovals or other 
forms when pupils can make them reasonably well. 
Speed, ease, endurance and legibility are the great goals. 



42 SCHOOL DOCUMENT NO. 6. 



SUMMARY. 



Among the matters of special interest brought out 
in this study the following should be especially noted. 

1. The typical variation in the judgments of the 
members of the committee concerning the quality of 
specimens of handwriting indicates the need of objec- 
tive standards by which to judge the results of school 
work in such subjects as penmanship. Every pupil's 
promotion from grade to grade depends on the grade 
which the teacher gives his work in the various subjects. 
It is important, therefore, that there should be well 
defined objective standards by which the teacher may 
determine the quality of a pupil's achievement. (See 
pages 5-14.) 

2. This study shows in objective form the present 
achievement in handwriting in the elementary schools 
at the end of the school year 1913-14. In due time a 
similar study can be made to ascertain what improve- 
ment, if any, has been made. (See pages 15-24.) 

3. This bulletin contains a comprehensive, detailed 
and critical analysis of the merits and defects of the 
specimens of handwriting studied. Particularlj^, this 
bulletin provides each teacher with concrete illustra- 
tions of the faults in the present achievement in hand- 
writing. The section of the bulletin where these merits 
and defects are discussed should be of special interest 
to all teachers, because a knowledge on the part of the 
teacher of the present defects in the educational results 
achieved in any subject is a prerequisite to satisfactory 
improvement. (See pages 25-36.) 

4. This study contains the first published statement 
from Mr. Rafter concerning the present status of pen- 
manship in the city and of his methods for securing 
improvement. (See pages 37-41.) 



RESULTS OF STUDY IN PENMANSHIP. 43 

5. This study shows that 97 per cent of the teachers 
in the elementary schools of Boston have complied with 
the regulations of the School Committee which require 
them to obtain certificates of qualification to teach the 
approved system of penmanship. (See page 40.) 

6. This study shows that during the school year 
ending June 30, 1916, there were awarded 2,759 certifi- 
cates, 8,407 pins and 21,642 buttons. This is a remark- 
able record when one compares it with the record during 
the entire seven years immediately preceding, during 
which time the total number of pins earned throughout 
the city was only 1,546, and the total number of certifi- 
cates issued was only 4,825. (See page 41.) 



LIBRARY OF CONGRESS 



021 775 730 7 

ANNOUNCEMENT. 



Bulletins published by the department are distributed by the Secretary 
of the School Committee, who will, so .far as the supply on hand permits, 
fill mail appUcations for copies when such requests are accompanied by the 
price indicated. 

No. I. Provisional Minimum and Supplementary Lists of Spelling 
Words for Pupils in Grades I. to VIII. 
School Document No. 8. 1914. Out of Print. 

No. II. Provisional Minimum Standards in Addition, Subtraction, 
Multiplication and Division for Pupils in Grades IV. to 
VIII. 
School Document No. 9. 1914. Price, 7 cents. 

No. III. Educational Standards and Educational Measurement. 
School Document No. 10. 1914. Price, 7 cents. 

No. IV. Spelling. Determining the Degree of Difficulty of Spelling 
Words. 
School Document No. 10. 1915. Price, 7 cents. 

No. V. Geography. A Report on a PreUminary Attempt to Measure 
Some Educational Results. 
School Document No. 14. 1915. Price, 7 cents. 

No. VI. EngHsh. Determining a Standard in Accurate Copjdng. 
School Document No. 2. 1916. Price, 7 cents. 

No. VII. Arithmetic. Determining the Achievement of Pupils in the 
Addition of Fractions. 
School Document No. 3. 1916. Price, 7 cents. 

No. VIII. Report on High School Organization and Expenditures, 1916. 
Printed for local distribution only. 

No. IX. Penmanship. Determining the Achievement of Elementary 
School Graduates in Handwriting. 
School Document No. 6. 1916. Price, 7 cents. 



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